Post 7: What to Look for in a Classroom

 

Alfie Kohn, What to Look for in a Classroom.

Learning for Justice, Introduction to Culturally Relevant Pedagogy.

Connection:

The chart, originally from Alfie Kohn’s What to Look for in a Classroom, and revised in The Schools Our Children Deserve, outlines the positive and negative signs to look for in a classroom space that may inform how the educator operates and their dynamic with students. Kohn notes a number of areas to analyze, such as the use/organization of classroom/school space, teacher disposition, students' demeanor, and task/discussion management. The positive signs for these areas generally consist of a classroom following an asset-based, student-centered approach to teaching that focuses on engagement, collaboration, and active learning. The negative classroom signs consist of an overly regimented space focused on direct teaching and silent independent work. In connection to this week's video, Introduction to Culturally Relevant Pedagogy, this discussion shows an area that could be expanded on in Alfie Kohn’s chart. This video features educators who discuss culturally relevant pedagogy, which consists in part of teachers building connections between what students' lived cultural experiences to what they are being taught. This idea aligns with the asset-based and student-centered approach Kohn is highlighting in his positive signs, as educators take a personal interest in students, adapting their teaching to align with the individual needs and backgrounds. However, Kohn does not explicitly discuss cultural diversity, focusing more on what environment is generally positive for most students. This chart could benefit from noting signs for culturally inclusive classroom environments, such as having culturally diverse examples in lessons or around the classroom. Another connection that could diversify Kohn’s chart is from Lisa Delpit’s The Silenced Dialogue. Like the educators from the video, Delpit discusses how cultural differences between teachers and students can impact learning when not considered. For example, she discusses how direct instruction, explicit expectations, and displays of authority may feel overly controlling for teachers but can benefit students from different cultural backgrounds. In both connections, educators are emphasising the importance of recognizing that one size will not fit all, so teachers must consider the individuality of their students. This is an element I feel may be missing from Kohn’s chart, which could benefit from including a cultural lens for assessing the classroom environment.

Comment:

One thing I’m very excited about when I become a teacher is setting up my classroom space. Through my observations in schools, it became very clear how important the management of this enviorment can be as you enter several classrooms, some of which immediately feel overwhelming, while others underwhelming. I recall feeling most inspired by classrooms that found a middle ground, being well decorated (not too much, not too little) and organized to allow for a nice flow. These teachers used fun methods such as call/response or classroom incentives to ensure appropriate management over the class without being overbearing.

For tips on arranging a classroom space to promote engagement:

https://www.responsiveclassroom.org/classroom-spaces-that-work/